LEITURA LITERÁRIA E ENSINO DE LÍNGUA FRANCESA: FORMAÇÃO DE ALUNOS DO ENSINO MÉDIO DO CAP-UFRJ

2019 ◽  
Vol 21 (1) ◽  
pp. 58-76
Author(s):  
Larissa De Souza Arruda ◽  
Luiz Carlos Balga Rodrigues
Keyword(s):  
High School ◽  
High School Students ◽  
Rio De Janeiro ◽  
Literary Texts ◽  
School Students ◽  
The Third ◽  
Teachers And Students ◽  
History Of ◽  
Text Reading ◽  
And Performance

O terceiro ano do Ensino Médio é considerado um momento de desafios, tanto para docentes quanto para discentes, visto que é o ano de conclusão de um ciclo de vida dos alunos. Para os professores, também existe dificuldade, pois cabe a eles a responsabilidade de mediar ensinamentos, medos, incertezas, frustrações e superações. No caso da disciplina de língua francesa, esse desafio se intensificou quando a maioria das provas de acesso às universidades deixou de prever o idioma como opção de língua estrangeira, gerando desinteresse pelas aulas. Os obstáculos impostos naturalmente pelo terceiro ano e aqueles peculiares à nossa disciplina levaram o Setor de Francês do Colégio de Aplicação da Universidade Federal do Rio de Janeiro (CAp UFRJ) a refletir sobre estratégias a fim de (re)motivar os alunos. Propusemos para o ano de 2017 três ateliês temáticos (música, literatura e cinema). Neste artigo, objetivamos apresentar o trabalho realizado entre junho e dezembro de 2017 com o grupo de ateliê de literatura, cujos planejamento e execução foram pensados com o intuito de trabalhar com a turma a leitura de textos literários e a criação de poemas a partir das leituras e discussões feitas em sala de aula. Faremos um resumo do histórico do uso do texto literário ao longo das metodologias de ensino de francês e faremos uma defesa da importância do uso da literatura na aula de língua. Por fim, apresentaremos algumas atividades realizadas e produções dos alunos, além de mostrarmos as avaliações feitas pelos alunos dessa experiência pedagógica. Palavras-chave: Língua e literatura. Textos literários. FLE. Metodologias de ensino. Interculturalidade. LITERARY READING AND FRENCH LANGUAGE TEACHING: HIGH SCHOOL STUDENTS’ FORMATION AT CAP-UFRJ Abstract: The third year of high school is considered a challenging moment for teachers and students, since it is the final year of a school cycle for students. Teachers’ difficulties are increased by their responsibility to mediate teachings, fears, uncertainties, frustrations and overcomings. In the case of French as a school subject, these difficulties were intensified when most Brazilian university entrance tests no longer offered French as a foreign language option, resulting in lack of interest in French classes. The obstacles naturally imposed by the third year of high school and those directly related to French led the French Department of Colégio de Aplicação da Universidade Federal do Rio de Janeiro, in 2017, to propose three thematic workshops (music, literature and cinema) as a strategy to (re)motivate students. This paper presents this experience, carried out between June and December 2017 with the group from the literature workshop, whose planning and performance were designed to work on literary text reading and poem writing from the readings and classroom discussions. The paper also presents a summary of the history of the use of literary texts to teach French as well as a defense of the use of literature in language lessons. Finally, some of the students’ activities and productions, including their assessments, will be presented. Keywords: Language and literature. Literary texts. FLE. Teaching methodologies. Interculturality.

scholarly journals “To love nature means to love the Motherland...” (the poem “Sorokoust” at the lessons of studying the work of S.A. Yesenin’s in the 11th grade)

2020 ◽  
pp. 88-96
Author(s):  
Elena I. Belousova
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Technologies ◽  
School Students ◽  
Literary Education ◽  
Poetic Text ◽  
Teachers And Students ◽  
History Of ◽  
Primary Basis ◽  
11Th Grade

The article is devoted to the organization of work on S.A. Yesenin’s poem “Sorokoust” in the context of studying the work of S.A. Yesenin’s in the 11th grade. In the introduction to the article, its purpose is outlined, which the author defines as a justification for the choice of methodological tools for understanding and mastering the classical poetic text included in the school literary education program by high school students. A brief digression into the history of the development, justification, and classification of methods of interaction between teachers and students in literature classes confirms the relevance of the problem in terms of the variety of combinations and patterns not only at the level of methods, but also within the method itself, taking into account the introduction of learning technologies and the development of a modern digital educational environment. Based on the analysis of literary and methodological approaches to the study of S.A. Yesenin’s creativity at school, the author shows the effectiveness of combining various methods and their elements in the study of the poet’s biography (teacher’s recitation, lecture elements, students’ reports with the involvement of media sources and media resources) at the stages of reading and analyzing the poem “Sorokoust” (working with sources, comparing the poem with the life’s primary basis, reading a poem with the involvement of various types of commentary, preparing an expressive reading of the poem by students), at the final classes on the topic (questions and tasks of a problematic, research nature, creative tasks, conducting independent educational research, attracting various types of art). Based on the proposed approach, the article actualizes the direction of the work in which the diversity of methods used is determined by the ideological and artistic creativity of the writer, the poet’s worldview, the atmosphere of the era, becomes a way of understanding the poet’s personality and artistic method by the learners, to find new meanings. The article concerns the choice of methods with the most pronounced focus on the emotional effectiveness of a poetic work on high school students, contributing to the development of the artistic taste and improving the reading and general culture.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES

2017 ◽  
Author(s):  
Alex Wirth ◽  
◽  
Boris Aberšek ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Senior High School ◽  
The Other ◽  
School Students ◽  
Educational Processes ◽  
Teachers And Students ◽  
The One ◽  
Senior High School Students

Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.

Senior High School Students’ Anxiety and Performance in Learning English

2021 ◽  
Vol 8 (4) ◽  
pp. 605-612
Author(s):  
Saima Sansaluna ◽  
Lydia Bawa ◽  
Amour Camua ◽  
Leonel Untong
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Survey Method ◽  
School Students ◽  
Anxiety Levels ◽  
And Performance ◽  
Meaning System ◽  
Senior High School Students ◽  
Learning English

This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.  

Pelatihan Menulis “Descriptive Text” di Kelurahan Manguharjo Kecamatan Mayangan Kota Probolinggo

2020 ◽  
Vol 1 (1) ◽  
pp. 13-17
Author(s):  
Utami Ratna Swari
Keyword(s):  
High School ◽  
High School Students ◽  
Community Service ◽  
Junior High School ◽  
Junior High School Students ◽  
Training Process ◽  
School Students ◽  
The Third ◽  
Training Stage ◽  
The Government

This community service was a training in writing descriptive text for junior high school students in Joboan village, Probolinggo city. The method of this community service covered four stages: a) analyzing, b) planning and developing the content, c) implementing and d) training. In analyzing stage, the writer found problems faced by the students in writing descriptive text. In planning and developing the content stage, the writer developed method to write descriptive text by utilizing picture and guided question. With this pandemic situation, in implementing stage, the writer gathered 10 participants by applying health protocol suggested by the Government. Training stage was done for three days, 20-22 of July 2020. In the first day, the writer gave explanation related descriptive text. In the second day, the participants started to practice writing descriptive text by using picture and guided question. Feedback was given in the third day. The results of this training were shown by the presence of all participants three days in a row, they also gave responds and asked questions enthusiastically in the training process. The participants no longer faced difficulty in writing descriptive text since they knew that picture and guided question can help them write descriptive text better. Keywords: training, writing, descriptive text, picture, guided question, feedback

scholarly journals A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China

2016 ◽  
Vol 9 (8) ◽  
pp. 1 ◽  
Author(s):  
Fangfang Deng ◽  
Yuewu Lin
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Beliefs ◽  
Teaching Behaviors ◽  
School Students ◽  
High School English ◽  
Grammar Teaching ◽  
Quantitative And Qualitative Research ◽  
Teachers And Students ◽  
Traditional Grammar

<p>Grammar is “a system of rules governing the conventional arrangement and relationship of words in a sentence” (Brown 1994) which can facilitate the acquisition of a foreign language and is conducive for cultivating comprehensive language competence. Most teachers regard grammar as a frame of English learning. The grammar teaching beliefs held by teachers can affect their practical teaching behaviors in class, thus can have different teaching results in the end. Therefore, through quantitative and qualitative research, this paper aims to investigate the present status of grammar beliefs of high school students as well as teachers’ beliefs and their grammar teaching behaviors, analyze and compare the similarities and differences between them. The result shows that teachers’ grammar teaching has the tendency of communicative teaching while students’ grammar beliefs have the characteristic of integration of communicative and traditional grammar teaching. Teachers’ grammar teaching behaviors can basically be consistent with their grammar teaching beliefs.</p>

scholarly journals Teaching of German in Thailand: Past, Present, and Future

MANUSYA ◽  
2006 ◽  
Vol 9 (1) ◽  
pp. 51-80
Author(s):  
Wanna Saengaramruang
Keyword(s):  
High School ◽  
High School Students ◽  
Language Teaching ◽  
Language Teachers ◽  
German Language ◽  
School Students ◽  
History Teaching ◽  
The Past ◽  
Support Organizations ◽  
Teachers And Students

This paper aims firstly to give an overview of the development of German language, teaching in Thailand at both high-school and, university levels from the past up to the, present time, since German has been taught, in Thailand for more than 80 years and its development has not been studied and documented systematically or continuously. The survey and analysis of German teaching, in Thailand in this paper deal with history, teaching approaches, curricula, the development of teaching materials, the number of German language teachers, students, and schools, the attitudes of German language teachers, the expectations of and attitudes towards German teaching among high-school students, and an analysis of the decreasing number of German language teachers and students. Furthermore, this paper also showcases other research works, support organizations, and activities for German language teaching in Thailand.

scholarly journals The problem and promise of story

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Kathyrn Jones
Keyword(s):  
High School ◽  
High School Students ◽  
Student Success ◽  
Critical Analysis ◽  
Ethnic Cleansing ◽  
Human Suffering ◽  
School Students ◽  
The Media ◽  
And Performance ◽  
People Today

 This paper reflects upon taking up stories with high school students that are full of graphic images of war, genocide and ethnic cleansing. Young people today are bombarded with images of human suffering via the media; when teachers take up traumatic stories, they add to an already overwhelming tide. Narrative and critical analysis are woven together to explore students’ responses to such stories in Canadian schools in which productivity and performance are often used as indicators of student success. Instead, opportunities and possibilities to teach pedagogies of peace and possibility are imagined.

Literacy in Decline: Untangling the Evidence

2007 ◽  
Vol 70 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Daphne A. Jameson
Keyword(s):  
High School ◽  
High School Students ◽  
High School Graduates ◽  
Educational Institutions ◽  
School Students ◽  
Effect Change ◽  
Verbal Abilities ◽  
Reasoning Abilities ◽  
Reading Abilities ◽  
History Of

National assessments of U.S. high school students' writing and other verbal abilities do not show that literacy has declined substantially in recent years. In fact, scores have been relatively stable since the 1980s. The proportion of students with solid writing and reading abilities has held fairly steady but remained small during the past 25 years. During this period, however, the proportion of high school graduates who enter higher education has soared. Thus, more students with weak verbal abilities now enter college. Initiatives that encourage people to continue their education have succeeded, whereas initiatives to improve writing, reading, and reasoning abilities have not. The complex causes of entering college students' weak verbal abilities include social and cultural forces as well as decisions by educational institutions. By understanding the complicated history of this issue and reframing it in positive terms, business and technical communication faculty can help effect change.

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